DANIELSON

FRAMEWORK FOR TEACHING

SAMPLES OF ARTIFACTS

DOMAIN #1: PLANNING AND PREPARATION

Includes comprehensive understanding of the content to be taught, knowledge
of the student’s backgrounds, and designing instruction and assessment

Framework Guidelines Artifacts/Actions to Illustrate Proficiency
1a – Demonstrating knowledge of Artifacts should show that the teacher is remaining up-to-date with current
content and pedagogy pedagogical practice.
• List of content-area course taken to advance content/pedagogical
• Content knowledge knowledge
• Prerequisite relationships • List of workshops attended related to teacher’s content/pedagogical
• Content Pedagogy area/district initiative
• Lists of presentations made at conference/meetings pertaining to content-
related material
• Lists of websites visited/used that pertain to content-related
material/district initiatives/Common Core/State Standards
• List of content-related/pedagogical webinars that teacher participated in
(include dates and certificates of completion, if provided)
• List of free online courses that teacher took to advance content/pedagogical
knowledge
• List of courses taught at upper-level institutions
• Examples of student work that show relevant, meaningful comments made
by the teacher, comments that illustrate the teacher’s content/pedagogical
strengths.
• Summer reading lists and summer preparation
• Lesson plans incorporating best practices
• Sharing new knowledge with peers.

1b – Demonstrating knowledge of • Lists of accommodations made for individual students
students • Lists of modifications made for students with IEP’s/504’s
• Examples of differentiation in the classroom – i.e.- different
• Child development
handouts/exercise/assignments geared for specific learning groups
• Learning process • Examples of instructional scaffolding in the classroom
• Special needs • Examples of communication with families
• Student skills, knowledge, • Progress monitoring logs
and proficiency • Instructional grouping techniques
• Student profile worksheets
• Interests & cultural
• Inventories, surveys and communication to families are used to gather
heritage information about students at the beginning of the year.

1c – Setting Instructional • Lesson plans (units) aligned to curriculum guides/common core/state
outcomes standards
• Instructional outcomes are listed on the board prior to class instruction
• Value, sequence, and
• Examples of activities/units that display a spectrum of outcomes (basic
alignment understanding/comprehension; high-level thinking; communication, etc.)
• Clarity • Assessments that show outcomes are being achieved in your classroom
• Balance • Standards are posted in the classroom
• Suitability for diverse
learners

1d – Demonstrating knowledge of • Examples of diverse resources used in classroom (print and electronic)
resources • Lists of speakers used in your classes
• Supplemental materials you provide or recommend for your students –
• For classroom
after-school tutoring, supplemental coursework, websites, etc.
• To extend content • Explanations of how you use aides and specialists in your classes
knowledge • Professional journals you regularly read and consult
• For Students • Blogs/Wikis
• Web quests
• Virtual field trip/field trips
• Project-based learning
• Interactive Technology
• Demonstration of School/Community Resources (library, speakers, etc.)
• Classroom budge money is spent on substantive education resources
(technology vs. borders, construction paper)
• Use of grant money – applying for grants

1e – Designing coherent • Unit plans that exhibit
instruction 1) Coherence (methods, materials, assessments all work together)
2) Variety of instructional activities and methods
• Learning activities 3) Problem based learning
• Instructional materials and 4) Student choice
resources 5) Higher order thinking activities
• Instructional groups 6) Progression of complexity
7) Curriculum mapping
• Lesson and unit structure 8) Teacher and student reflection of lessons, learning, or feedback
9) Disaggregation of student performance on summative, formative, or
classroom assessments
10) Daily topics and activities that reflect organization and sequencing, and
variety of materials and groups.
11) Description of students, instructional objectives assessments, activating,
cognitive, and summarizing strategies, materials and potential
misunderstandings
12) Grouping patterns with students focus – teacher leads large group,
students work in small groups, teacher works with small groups,
students works alone, students lead presentations or assume other
leadership roles within a structured lesson, etc.

1f – Designing student • A variety of formative/summative assessments connected to classroom
assessments instruction/outcomes
• Rubrics used to evaluate student work
• Congruence with
• Examples of student assessments with teacher comments
outcomes • Student developed rubrics
• Criteria and standards • Student portfolios with reflection
• Formative assessments • Vary assessment techniques meeting all learning styles
• Use for planning • Scoring systems/rubrics establishing measurable criteria are communicated
up front

• Feedback to students guide next steps, i.e. teaching or re-teaching



DOMAIN #2 – THE CLASSROOM ENVIRONMENT

Includes comprehensive understanding of the content to be taught, knowledge
of the student’s backgrounds, and designing instruction and assessment.

Framework Guidelines Artifacts/Actions to Illustrate Proficiency
2a – Create an environment of To be observed during classroom observation
respect and rapport • Teacher has positive, meaningful interaction with students
• Students have positive, meaningful interaction with each other
• Teacher interaction with
• Students feel comfortable in the classroom, with the instructor and with
students each other
• Student interaction with • Teacher provides opportunities for students to get to know and accept each
students and other (TRIBES?)
paraprofessionals

2b – Establishing a culture of To be observed during classroom observation
learning • Students are actively engaged and care about what they are doing (not going
through the motions)
• Importance of content • Teacher encourages high level thinking/has high expectations
• Expectations for learning • Classroom displays student work
and behavior • Classroom has visual aids that enhance the learning process
• Student pride in work • Evidence must be in the classroom – the look of the room, student work
displayed (scored and rated with written feedback); nature of the
interactions and the tone of conversations with and among students reflect
they are interested in and value learning and hard work

2c – Managing classroom • Center/workshop rotation charts
procedures • Written classroom procedures
To be observed during classroom observation
• Instructional groups
• Classroom rules are posed and students are aware and follow them
• Transitions • Teacher makes effective use of class time (bell to bell teaching)
• Materials and supplies • Small groups work efficiently and students take initiative within those
• Non-instructional duties groups/groups are monitored by teacher
• Supervision of volunteers • Teacher has clear plan for non-instructional tasks – passing out paper, taking
attendance, bathroom passes, etc.
• Teacher makes effective use of aides/paraprofessionals
• Copies of documents used to establish management procedures
• Teacher explains, re-teachers and implements procedures
• Procedures are posted in the classroom, communicates in writing to
students and families early in the year.

2d – Managing student behavior • Logs of parent contacts pertaining to student behavior
• Expectations • Documents indicating expectations and consequences for behavior
• Explanation of classroom management system
• Monitoring behavior
• Data on behavioral intervention plans
• Response to misbehavior To be observed during classroom observation
• Students are actively engaged in the class
• Students are monitored and know the rules of the class
• Students monitor their own behavior
• Rules are clearly and consistently applies (no favoritism is evident)
• Teacher is always aware of what is going on and uses this awareness to
influence student behavior through redirection and proximity
• Teacher encourages students to monitor their own behavior
• Student behavior reflects what teachers have done to establish and maintain
standards

2e – Organizing physical space To be observed during classroom observation
• Safety and accessibly • Classrooms are organized for effective teaching
• Classroom is safe (cords, computers, heavy objects, etc. are secure)
• Arrangement of furniture • Diagrams/photos/videos of classroom
and resources • Furniture arrangement is appropriate for large and small group activity
• Safety is evident – no bags, trash, clothing, etc.; aisles between desks, tables,
etc. provide good traffic flow; school-wide procedures for emergency exiting
or lockdown are provided.
• Materials are accessible – teaching aids, boards, charts,
projectors/computers are skillfully positioned and utilized
• Transparences/TV/board work/Powerpoints, posters, etc. are neat and clear
for reading; high quality presentations and videos are evident and content
appropriate
• Appropriate use of technology is evident
• Students are involved in supporting an organized, safe classroom through
assisting with transitions, equipment, materials and supplies



 DOMAIN #3 – INSTRUCTION

Is concerned with the teacher’s skill in engaging students in learning the
content, and includes the wide range of instructional strategies that enable
students to learn.

Framework Guidelines Artifacts/Actions to Illustrate Proficiency
3a – Communicating with • A sampling of assignments that clearly show that you expect from the
students students is clearly evident; communication is clear and effective
• Electronic communication with students (e-mail, Canvas, Edmodo, etc.)
• Expectations for learning
• Class websites are updated regularly
• Directions and procedures • Gradebooks are updated regularly
• Explanations of content To be observed during classroom observation
• Uses of oral and written • Teachings facilitate strong classroom discussion
language • Students take initiative in classroom discussion
• Teacher explains to students the purpose of particular

assignment/activity/learning
• Clear directions and explanations (oral and written)
• Vivid, expressive language is used to enhance student experience
• Language is audible, legible; correct usage, spelling etc. is apparent
• Teacher carefully chooses words, using rich vocabulary for student to model

3b – Using questioning and • If the teacher’s formal observation is not “heavy on questioning/discussion,
discussion techniques teacher should provide a sampling of activities that exhibit his/her ability to
develop/implement effective questions in varying group settings (whole
• Quality of questions class/small group/differentiated settings, etc.)
• Discussion techniques • Video and audio of small and large group instruction
• Student participation To be observed during classroom observation
• All questioning/discussion activities are at a high level and consistent with
the learning objectives of the lesson/unit
• Students are grouped appropriately to achieve the most learning form the
questioning/discussion
• Instructional materials (technology/handouts/speakers/etc.) are used
effectively to promote effective questioning/discussion
• Students take an active role in the questioning/discussion
• Essential question is posted for each lesson; question is asked by teacher
and answered by students throughout the lesson
• Questions engage students in an exploration of content, are not rapid fire,
low level, recitation of facts.
• “Think time” is allowed before responses
• ALL Students are engage in discussion not just a few; students often take the
initiative
• Teacher stays of topic, uses follow-up, rephrases and applies what students
contribute or pose.

3C – Engaging students in learning • Photos of students engaged in learning
• Activities and assignments • SMART Board lessons
• Instruction artifacts – student work, out of class assignments
• Student groups To be observed during classroom observation
• Instructional materials and • In-class activities are challenging
resources • Homework is challenging
• Structure and pacing • Class is paced well
• Students are grouped effectively
• Students are on a meaningful task bell-to-bell
• Students take an active role in their learning
• Teacher promotes problem-solving, permits choice, encourages depth-ding
patterns, tests hypotheses, requires though; is relevant and authentic
• Groupings are based on instructions goals
• Materials and resources are ready for students use with little or no
disruption.
• Structure of lesson is maintained pacing is appropriate with a beginning, a
middle and end (closure)
3d – Using assessments in SIMILAR TO DOMAIN 1f
instruction • Samples of diagnostic tests
• Examples of pre-test/post test
• Assessment criteria
• Examples of formative/summative assessments
• Monitoring of student • Examples of feedback given to the students
learning • Examples of rubrics
• Feedback to students • Exit tickets
• Student self-assessment • Student growth objectives
• Student created assessments
and monitoring
• Teacher and peer comments of student work
• Teachers uses body language such as nods, quizzical looks, etc. to encourage
students
• Effective feedback that is specific, descriptive, understandable; Feedback SI
NOT praise, grades, encouragement or criticism
• Comments give students information the nee dot adjust the way they are
going to get better at it or solve a problem; it provides the time to thing and
reflect; performance is related to standards
• All feedback is provided in a timely fashion, “on the spot” or on work
products, as needed to support learning.



 DOMAIN #4 – PROFESSIONAL RESPONSIBILITES

Addresses a teacher’s additional professional responsibilities, included self-
assessment and reflect, communication with parents, participating in ongoing
professional development, and contributing to the school and district
environment.

Framework Guidelines Artifacts/Actions to Illustrate Proficiency
4a – Reflecting on teaching • Lesson plans/assignments/unit plans from multiple years that show
• Accuracy change/growth/adaptation
• Written reflection on lesson taught
• Use in future teaching • Pre and post tests with explanations
• Student survey
• Audio/video tape of class lesson
• Peer observations
4b – Maintaining accurate records • Gradebook maintained
• Student completion of • Class website maintained
• Classroom inventory
assignments
• Student assessment data organized
• Student progress is learning • Budgets
• Non-instruction records • Progress monitoring
• Data binder
4c – Communicating with families • Classroom newsletters
• About instructional • Classroom website
• List of classroom volunteers
program
• List of communication with parents about student progress/success (e-
• About individual students mail/phone/meeting). Keep an accurate log.
• Engagement of families in • Examples of assignments geared particularly for families (photo frames,
instructional program Mother’s Day cards, etc.)
• Teacher-organized community activates
• E-mails
• Parent conferences
• Conference summaries
• Class handbook
• Documents that demonstrate that parents are encouraged to actively assist
their child’s education
• Parental responses to student inventories
4d – Participating in a professional • A list of all committees on which the teacher serves and in what capacity
community (local, state, national, teacher associations, etc.)
• A list of all extra-curricular activities supervised/coached
• Relationships with
• A list of all volunteer work/paid within the school (scheduling, Market Day,
colleagues book fairs, ticket taker, etc.)
• Participation in school • A lists of all presentations made at the local, state and national level
projects • A list of all workshops/meetings attended as a representative of the district
• Involvement in culture of • List of blogs you follow/post/run (education related)
• Meeting notes
professional inquiry
• Participation in professional organizations supporting academic inquiry
• Service to school
• Movement beyond one’s own classroom
4e – Growth and developing See DOMAIN 1a
professionally • Examples of local professional development communities
• Reading current literature
• Enhancement of content
• Best practices website reviews
knowledge and pedagogical • Action research
skill • National Board Certification
• Service to the profession • Mentoring
• Supervising student teachers
• Professional organization membership
• Teacher awards
• Coordinate study groups or book clubs (content or practice related)

4f – Showing professionalism • Be on time
• Integrity/ethical conduct • Dress appropriately
• Be positive
• Service to students
• Help students
• Advocacy • Follow the teacher handbook/board policies
• Decision-making • Professional organization leadership roles
• Compliance with • Leadership roles in the school or in the community
school/district regulations • Helpfulness to students needing extra support/help
• Advocate for underserved students

• Being open-minded and willing to adopt new approaches